(5/ES1) Year 10 Exam Content Descriptors

Below are the marking descriptors for the Year 10 Semester 2 Exam. You will be marked according to these descriptors in order to prepare you for year 11.

 

Reading and creating texts Descriptors

Grade Range	Indicators
9 – 10	ü  Demonstrates a close and perceptive reading of the text, exploring complexities of its concepts and construction (the response analyses in addition to the topic, the literary/filmic conventions used by the creator, and also the context relevant to the creation of the text). ü  Demonstrates an understanding of the implications of the topic (explores the whole topic and not parts of it), using an appropriate strategy for dealing with it, and exploring its complexity from the basis of the text (writes a TEEL structured essay, that is sophisticated in construction rather than formulaic in nature). ü  Develops a cogent, controlled and well-substantiated discussion using precise and expressive language (demonstrates high level control of spelling, grammar [3rd person present tense only] and punctuation). ü  Demonstrates control and refinement in the editing process.
8	ü  Demonstrates a close reading of the text, exploring its concepts and construction (the response analyses a number of the literary/filmic conventions used by the creator, and also the context relevant to the creation of the text). ü  Demonstrates an understanding of the implications of the topic, (explores the whole topic and not parts of it), exploring it from the basis of the text (writes a TEEL structured essay, that is not formulaic in nature). ü  Develops a detailed, substantiated and coherent discussion using language fluently and confidently. (demonstrates a very good control of spelling, grammar [3rd person present tense only] and punctuation). ü  Demonstrates control in the editing process.
7	ü  Demonstrates a clear knowledge of the text, including some elements of its concepts and construction (the response analyses some of the literary/filmic conventions used by the creator, and also the context relevant to the creation of the text). ü  Understands the topic (explores the whole topic and not parts of it) developing an appropriate and supported response (writes a TEEL structured essay). ü  Develops an organised piece of writing using language accurately and appropriately (demonstrates control of spelling, grammar [3rd person present tense only] and punctuation). ü  Demonstrates control in the editing process.
6	ü  Demonstrates an adequate knowledge of the text (very basic/token analysis of the literary/filmic conventions and/or context). ü  Develops a response (doesn’t completely deal with the topic in a sophisticated way) to the topic (writes a response that contains elements of TEEL structure), supported appropriately by elements of the text (at times the quote selection appears irrelevant). ü  Presents a generally organised piece of writing using language which is mostly accurate and appropriate (demonstrates some control of spelling, grammar [2nd person and alternating tenses in places] and punctuation). ü  Demonstrates some attempt at the editing process.
5	ü  Demonstrates a basic knowledge of the text (inadequate analysis of the literary/filmic conventions and/or context).. ü  Presents a response (lacking in structure), which shows an understanding of the topic, referring to appropriate elements of the text (limited or irrelevant quote selection and incorporation). ü  Presents a piece of writing that communicates adequately, displaying some elements of organisation. (demonstrates inconsistent control of spelling, grammar [2nd person and alternating tenses in places] and punctuation). ü  Demonstrates little/no attempt at the editing process.
4	ü  Demonstrates a familiarity with the text (doesn’t explore the text as a whole). ü  Presents a response (lacking in expected structure), which shows some understanding of the topic, using some elements of the text (relies on examples more than quotes). ü  Shows adequate expression and language control (demonstrates inconsistent control of spelling, grammar [2nd person and alternating tenses throughout] and punctuation). ü  Demonstrates little/no attempt at the editing process.
3	ü  Demonstrates a limited familiarity with the text. ü  Presents a response (lacking in structure), which shows a limited awareness of the topic, using some elements of the text. (relies on some examples). ü  Shows some language control (demonstrates a lack of control of spelling, grammar [2nd person and alternating tenses throughout] and punctuation). ü  Demonstrates little/no attempt at the editing process.
1 – 2	ü  Demonstrates a very limited familiarity with the text. ü  Presents a response (incoherent and resembles word vomit), which shows a very limited awareness of the topic. ü  Shows little language control. ü  Does not attempt to edit their work
0	ü  Shows no knowledge of the text and/or no attempt to respond to the topic and/or only minimal control of language.

 

 

Analysing presenting arguments Descriptors

 

Grade Range	Indicators
9 – 10	ü  Shows a perceptive and sophisticated understanding of a range of ways in which the written and visual language positions readers in the context presented (the analysis is insightful and highlights how the techniques shape the discussion and support the contention). ü  Develops a cogent, controlled and well-substantiated (excellent quote choices embedded into the analysis) analysis using precise and effective language and expression (demonstrates high level control of spelling, grammar [3rd person present tense only] and punctuation). ü  Demonstrates control and refinement in the editing process.
8	ü  Shows a highly developed understanding of a range of ways in which the written and visual language positions readers in the context presented (the analysis is strong and emphases how the techniques shape the discussion and support the contention). ü  Develops a detailed, substantiated  (high level quote choices embedded into the analysis) and coherent analysis using language and expression fluently and confidently (demonstrates a very good control of spelling, grammar [3rd person present tense only] and punctuation). ü  Demonstrates control in the editing process.
7	ü  Shows an understanding of how the written and visual language seeks to position readers, with reference to the context presented (the analysis is good and explores how the techniques shape the discussion and support the contention). ü  Achieves a planned and supported (good quote choices embedded into the analysis) response using accurate language and clear expression (demonstrates control of spelling, grammar [3rd person present tense only] and punctuation). ü  Demonstrates control in the editing process.
6	ü  Shows some understanding of how written and visual language is used and some awareness of the context presented (discussion may not always be detailed, accurate or linked to the contention). ü  Achieves a planned and supported (quotes are not always best choices and are not effectively embedded) response, generally using accurate language and expression (demonstrates some control of spelling, grammar [2nd person and alternating tenses in places] and punctuation). ü  Demonstrates some attempt at the editing process.
5	ü  Shows some understanding of how language is used and an awareness of the context of the written and visual material presented discussion is basic, in places inaccurate and doesn’t connect to the contention). ü  Attempts a planned and supported (quotes  - if present are not always best choices and are not effectively embedded) piece of writing using adequate language and expression (demonstrates inconsistent control of spelling, grammar [2nd person and alternating tenses in places] and punctuation). ü  Demonstrates little/no attempt at the editing process.
4	ü  Shows limited understanding of how language is used and little awareness of the context ü  presented. ü  Presents a piece of writing with little organisation and basic language and expression (demonstrates inconsistent control of spelling, grammar [2nd person and alternating tenses throughout] and punctuation). ü  Demonstrates little/no attempt at the editing process.
3	ü  Shows limited knowledge of how language is used in the construction of written and visual ü  texts. ü  Demonstrates basic expression and language control (demonstrates a lack of control of spelling, grammar [2nd person and alternating tenses throughout] and punctuation). ü  Demonstrates little/no attempt at the editing process.
1 – 2	ü  Shows very limited knowledge of how language is used. ü  Demonstrates some expression and language control. ü  Does not attempt to edit their work
0	ü  Shows no understanding of the requirements of this task and only minimal control of language.